OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!
If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.
Requested Article:
The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing
Angela M. Lui, Heidi Andrade
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 49
Angela M. Lui, Heidi Andrade
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 49
Showing 1-25 of 49 citing articles:
Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory
Ernesto Panadero
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 193-204
Closed Access | Times Cited: 25
Ernesto Panadero
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 193-204
Closed Access | Times Cited: 25
Exploring students’ receptivity to feedback: A latent profile analysis
J. Luca Bahr, Lars Höft, Anastasiya A. Lipnevich, et al.
Assessment in Education Principles Policy and Practice (2025), pp. 1-19
Open Access | Times Cited: 1
J. Luca Bahr, Lars Höft, Anastasiya A. Lipnevich, et al.
Assessment in Education Principles Policy and Practice (2025), pp. 1-19
Open Access | Times Cited: 1
The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning
Xinhua Zhu, Yuan Yao, Qi Lu
Studies In Educational Evaluation (2024) Vol. 80, pp. 101320-101320
Closed Access | Times Cited: 7
Xinhua Zhu, Yuan Yao, Qi Lu
Studies In Educational Evaluation (2024) Vol. 80, pp. 101320-101320
Closed Access | Times Cited: 7
Evaluating ChatGPT-Generated Linear Algebra Formative Assessments
Nelly Rigaud Téllez, Patricia Rayón Villela, Roberto Blanco Bautista
International Journal of Interactive Multimedia and Artificial Intelligence (2024) Vol. 8, Iss. 5, pp. 75-75
Open Access | Times Cited: 6
Nelly Rigaud Téllez, Patricia Rayón Villela, Roberto Blanco Bautista
International Journal of Interactive Multimedia and Artificial Intelligence (2024) Vol. 8, Iss. 5, pp. 75-75
Open Access | Times Cited: 6
Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior
Christophe Dierendonck, Débora Poncelet, Mélanie Tinnes-Vigne
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 5
Christophe Dierendonck, Débora Poncelet, Mélanie Tinnes-Vigne
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 5
The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior
Helena Laudel, Susanne Narciss
Studies In Educational Evaluation (2023) Vol. 77, pp. 101237-101237
Closed Access | Times Cited: 11
Helena Laudel, Susanne Narciss
Studies In Educational Evaluation (2023) Vol. 77, pp. 101237-101237
Closed Access | Times Cited: 11
Evaluation of the Application Effect of Intelligent Teaching Systems in Mathematics Education
Yang Chen
International Journal of Web-Based Learning and Teaching Technologies (2025) Vol. 20, Iss. 1, pp. 1-19
Open Access
Yang Chen
International Journal of Web-Based Learning and Teaching Technologies (2025) Vol. 20, Iss. 1, pp. 1-19
Open Access
Analisi tematica della percezione degli studenti universitari sull'utilizzo di ChatGPT nel contesto universitario
Martina Albanese, Elisabetta Fiorello
EDUCATION SCIENCES AND SOCIETY (2025), Iss. 2, pp. 254-268
Closed Access
Martina Albanese, Elisabetta Fiorello
EDUCATION SCIENCES AND SOCIETY (2025), Iss. 2, pp. 254-268
Closed Access
Computer‐Based Answer‐Until‐Correct and Elaborated Feedback: Effects on Affective‐Motivational and Performance Outcomes
Ute Mertens, Marlit Annalena Lindner
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Open Access
Ute Mertens, Marlit Annalena Lindner
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Open Access
Non-traditional learners’ immediate and delayed responses to anonymous peer feedback in online collaborative learning
Xinyue Ren, Yuchun Zhou
Interactive Learning Environments (2025), pp. 1-18
Closed Access
Xinyue Ren, Yuchun Zhou
Interactive Learning Environments (2025), pp. 1-18
Closed Access
Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process
Synnøve Moltudal, Siv M. Gamlem, Meerita Segaran, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Synnøve Moltudal, Siv M. Gamlem, Meerita Segaran, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis
Julia Hornstein, Melanie V. Keller, Martin Greisel, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Julia Hornstein, Melanie V. Keller, Martin Greisel, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
AI-Assisted Formative Assessment and Feedback
Goran Trajkovski, Heather Hayes
Digital education and learning (2025), pp. 283-312
Closed Access
Goran Trajkovski, Heather Hayes
Digital education and learning (2025), pp. 283-312
Closed Access
Inside the Next Black Box: Examining Students’ Responses to Teacher Feedback in a Formative Assessment Context
Angela M. Lui, Heidi Andrade
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 16
Angela M. Lui, Heidi Andrade
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 16
Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities
Tom Gorham, Rwitajit Majumdar, Hiroaki Ogata
Studies In Educational Evaluation (2024) Vol. 81, pp. 101352-101352
Closed Access | Times Cited: 3
Tom Gorham, Rwitajit Majumdar, Hiroaki Ogata
Studies In Educational Evaluation (2024) Vol. 81, pp. 101352-101352
Closed Access | Times Cited: 3
DOES ASSESSMENT QUALITY AND ASSESSMENT LITERACY INFLUENCE STUDENTS' ACADEMIC PERFORMANCE?
Justice Dadzie, Stacy Hughey Surman, Ruth Keziah Annan‐Brew, et al.
European Journal of Education Studies (2024) Vol. 11, Iss. 4
Open Access | Times Cited: 3
Justice Dadzie, Stacy Hughey Surman, Ruth Keziah Annan‐Brew, et al.
European Journal of Education Studies (2024) Vol. 11, Iss. 4
Open Access | Times Cited: 3
Do learners learn from corrective peer feedback? Insights from students
Xue Jiang, Sarah Solomon Ironsi
Studies In Educational Evaluation (2024) Vol. 83, pp. 101385-101385
Closed Access | Times Cited: 3
Xue Jiang, Sarah Solomon Ironsi
Studies In Educational Evaluation (2024) Vol. 83, pp. 101385-101385
Closed Access | Times Cited: 3
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring
Emmeline Byl, Keith J. Topping
Studies In Educational Evaluation (2023) Vol. 79, pp. 101304-101304
Open Access | Times Cited: 7
Emmeline Byl, Keith J. Topping
Studies In Educational Evaluation (2023) Vol. 79, pp. 101304-101304
Open Access | Times Cited: 7
The Adventure of Formative Assessment with Active Feedback in The Vocational Learning: The Empirical Effect for Increasing Students' Achievement
Waskito Waskito, Irzal Irzal, Kyaw Zay Ya
Journal of Technical Education and Training (2022) Vol. 14, Iss. 1
Open Access | Times Cited: 11
Waskito Waskito, Irzal Irzal, Kyaw Zay Ya
Journal of Technical Education and Training (2022) Vol. 14, Iss. 1
Open Access | Times Cited: 11
Mechanisms underlying effects of formative assessment on student achievement: A proposed framework to ignite future research
Torulf Palm, Catarina Andersson, Björn Palmberg, et al.
CADMO (2024), Iss. 2, pp. 9-20
Closed Access | Times Cited: 2
Torulf Palm, Catarina Andersson, Björn Palmberg, et al.
CADMO (2024), Iss. 2, pp. 9-20
Closed Access | Times Cited: 2
How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’
Carlton J. Fong, Diane L. Schallert, Shengjie Lin, et al.
Studies In Educational Evaluation (2024) Vol. 81, pp. 101351-101351
Closed Access | Times Cited: 2
Carlton J. Fong, Diane L. Schallert, Shengjie Lin, et al.
Studies In Educational Evaluation (2024) Vol. 81, pp. 101351-101351
Closed Access | Times Cited: 2
Formative assessment in higher education: an exploratory study within programs for professionals in education
Davide Parmigiani, Elisabetta Nicchia, Emiliana Murgia, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
Davide Parmigiani, Elisabetta Nicchia, Emiliana Murgia, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
An exploratory field study of students’ memory for written feedback comments
Naomi Winstone, Robert A. Nash
Assessment in Education Principles Policy and Practice (2024) Vol. 31, Iss. 3-4, pp. 189-203
Open Access | Times Cited: 2
Naomi Winstone, Robert A. Nash
Assessment in Education Principles Policy and Practice (2024) Vol. 31, Iss. 3-4, pp. 189-203
Open Access | Times Cited: 2
Modelling the unique contributions of task understanding to academic challenges and performance
Leslie Michelle Bahena Olivares, Ramin Rostampour, Allyson F. Hadwin
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 1215-1236
Closed Access | Times Cited: 2
Leslie Michelle Bahena Olivares, Ramin Rostampour, Allyson F. Hadwin
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 1215-1236
Closed Access | Times Cited: 2
The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation
Hualing Gong, Da Yan
PLoS ONE (2023) Vol. 18, Iss. 4, pp. e0284843-e0284843
Open Access | Times Cited: 5
Hualing Gong, Da Yan
PLoS ONE (2023) Vol. 18, Iss. 4, pp. e0284843-e0284843
Open Access | Times Cited: 5
